Analisis Pendidikan Inklusif: Kendala dan Solusi dalam Implementasinya
Abstract
Tujuan kajian ini untuk mengidentifikasi kendala-kendala dalam implementasi pendidikan inklusif, serta solusi yang dapat mengoptimalkan penyelenggaraan pendidikan inklusif melalui perbaikan aspek input dan prosesnya. Metode yang digunakan adalah studi literatur. Hasil penelitian ini adalah kendala dalam pendidikan inklusif meliputi guru pembimbing khusus yang kurang memadai, kompetensi minim guru reguler, persepsi keliru tentang Anak Berkebutuhan Khusus, kurikulum yang belum disesuaikan, serta kurangnya sarana dan prasarana yang ramah dengan solusi meningkatkan guru pembimbing, pelatihan untuk guru reguler, sosialisasi tentang Anak Berkebutuhan Khusus, adaptasi kurikulum, dan peningkatan fasilitas. Simpulan penelitian ini adalah Pendidikan Inklusif membutuhkan peningkatan guru pembimbing, kompetensi guru, persepsi yang tepat, adaptasi kurikulum, dan fasilitas yang ramah, serta penerapan model pembelajaran yang sesuai.
Kata Kunci: Anak Berkebutuhan Khusus, Kurikulum Modifikasi, Model Pullout,
Pendidikan Inklusif
References
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Dawson, S. M. L. (2014). Pull-Out or Push-in Service Delivery Model: Conducive to Students or Teachers? https://fisherpub.sjf.edu/education_ETD_masters
Dewi, D. P. (2018). Asesmen Sebagai Upaya Tindak Lanjut Kegiatan Identifikasi terhadap Anak Berkebutuhan Khusus. WAHANA, 70(1), 17–24. https://doi.org/10.36456/wahana.v70i1.1563
Dewi, I. M. (2022). Implementasi Kebijakan Pendidikan Inklusif Tingkat SMP di Kabupaten Gunungkidul. Jurnal Spektrum Analisis Kebijakan Pendidikan, 11(1), 15–25. https://doi.org/10.21831/sakp.v11i1.17791
Dewi, P. S. D., Ujianti, P. R., & Magta, M. (2020). Penerapan Pendidikan Inklusif pada Pembelajaran Taman Kanak-kanak (Studi Kasus pada TK Rare Bali Shool). Jurnal Pendidikan, 8(2), 87–97. https://doi.org/10.36232/pendidikan.v8i2.441
Direktorat PPK LK Pendidikan Dasar. (2011). Pedoman Umum Penyelenggaraan Pendidikan Inklusif. Kementerian Pendidikan dan Kebudayaan.
Efendi, M. (2018). The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality. Journal of ICSAR; 2(2). 142-147. http://journal2.um.ac.id/index.php/icsar/article/view/2318
Fernandez, N., & Hynes, J. W. (2016). The Efficacy of Pullout Programs in Elementary Schools: Making it Work. The Journal of Multidisciplinary Graduate Research, 2(3), 32–47. https://www.shsu.edu/academics/education/journal-of-multidisciplinary-graduate-research/documents/2016/Article%203%20-%202016%20-%20Fernandez%20and%20Hynes.pdf
Fitri, A. Z. (2022). Inclusive Education Curriculum Management with Modification Humanistic Design. Journal of Social Studies Education Research, 13(3). 150-173. https://doaj.org/article/008a79a8a5bb465fa8030f156b115b9c
Gyamfi, B. A. (2021). Towards an Inclusive Teaching: Examining Educator’s Skills in Identifying Children with Special Needs in Inclusive Classroom in Adansi North District, Ghana. Journal of Education, Curriculum and Teaching Studies; 2(1). https://royalliteglobal.com/ects/article/view/651
Hafiz, A. (2017). Sejarah dan Perkembangan Pendidikan Inklusif di Indonesia. Jurnal As-Salam, 1(3), 9–15. Retrieved from https://jurnal-assalam.org/index.php/JAS/article/view/14
Haq, N. Al, & Kurnia, L. K. (2022). Implementasi Sistem Evaluasi dan Penilaian Anaka Berkebutuhan Khusus dalam Pendidikan Inklusi. Jurnal Pendidikan Sultan Agung; 2(3). 268–278. http://jurnal.unissula.ac.id/index.php/jpsa/article/view/21477
Hartadi, D. R., Dewantoro, A., & Junaidi, A. R. (2019). Kesiapan Sekolah dalam Melaksanakan Pendidikan Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar. 5. https://dx.doi.org/10.17977/um031v5i22019p90-95
Haryanto, V. V., Wardani, L. K., & Wagiri, F. (2023). How Interior Design Impacts Learning Performance for Children with Special Needs in Surabaya. Kata. 25(00). 113-118. http://kata.petra.ac.id/index.php/ing/article/view/19599
Hermanto, Wiyono, B. B., Imron, A., & Arifin, I. (2016). Analisis Potensi dan Masalah pada Fase Konseptualisasi Pengembangan Model Supervisi Pembelajaran di Sekolah Dasar Inklusi. Jurnal Pendidikan Khusus, 12(1), 14–30. http://dx.doi.org/10.21831/jpk.v12i1.12836
Ita, E. (2019). Konsep Sistem Layanan Penyelenggaraan Pendidikan Melalui Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus. Jurnal Ilmiah Pendidikan Citra Bakti, 6(2), 186–195. Retrieved from https://jurnalilmiahcitrabakti.ac.id/jil/index.php/jil/article/view/32
Khamidulina, Z. (2018). A Qualitative Study of Parental Perceptions of Inclusive Education in Kazakhstan: The View of Three. Nugse Research in Education Journal. 3(2), 3–7. http://nur.nu.edu.kz/handle/123456789/3730
Khan, I. K., Hashmi, S. H., & Khanum, N. (2017). Inclusive Education in Government Primary Schools: Teacher Perceptions. Journal of Education and Educational Development; 4(1). 32-47. https://www.journals.iobmresearch.com/index.php/JoEED/article/view/1331
Kurniasih, N., Astuti, E. P., & Kurniawan, H. (2016). Pengembangan Puzzegi (Puzzle Segi Empat) Sebagai Media Pembelajaran Matematika Pada Siswa Tuna Netra. Prosiding Seminar Matematika dan Pendidikan Matematika. 57–66. http://jurnal.fkip.uns.ac.id
Lestariningrum, A. (2017). Implementasi Pendidikan Inklusif Untuk Anak Usia Dini Di Kota Kediri (Studi Pada Paud Inklusif YBPK Semampir, Kecamatan Kota, Kediri). Jurnal CARE (Children Advisory Research and Education), 4(2), 53–68.
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